How do you think she feels? Vulnerability in empathy and the role of attention in school‐aged children born extremely preterm

The aim of this study was to examine empathic competence in children born extremely preterm (EP, <28 weeks) given vulnerabilities in social relationships. Empathy in typically developing children is mediated by executive functions. Executive functioning is also impaired in preterm children. Of particular interest in this study are the attentional components of executive functioning as mediators of empathic development. Thirty‐two 7‐year‐old EP children and 40 age‐matched term children participated in the Project K.I.D.S program and completed the Kids Empathy Development Scale (KEDS), Wechsler Intelligence Scale for Children (WISC‐IV), and Test of Everyday Attention for Children (TEA‐Ch). Children born extremely preterm exhibited poorer performance on all measures. The mediating role of attention in empathy competence was not supported by mediation modelling when FSIQ was controlled. As predicted, the EP group showed weaker empathic development relative to typically developing children. They also showed poorer attentional abilities. However, the effect of preterm birth on empathy was not mediated by executive‐level attention. The cognitive mechanisms underpinning poor empathy competence in EP children remain unclear. Future research needs to examine the role of inhibition, social–emotional recognition, and regulation.     

Semantic priming of person recognition: Categorial priming may be a weaker form of the associative priming effect

An interactive activation and competition account (Burton, Bruce, & Johnston, 1990) of the semantic priming effect in person recognition studies relies on the fact that primes and targets (people) have semantic information in common. However, recent investigations into the type of relationship needed to mediate the semantic priming effect have suggested that the prime and target must be close associates (e.g., Barry, Johnston, & Scanlan, 1998; Young, Flude, Hellawell, & Ellis, 1994). A review of these and similar papers suggests the possibility of a small but non-reliable effect based purely on categorial relationships. Experiment 1 provided evidence that when participants were asked to make a name familiarity decision it was possible to boost this small categorial effect when multiple (four) primes were presented prior to the target name. Results from Experiment 2 indicated that the categorial effect was not due to the particular presentation times of the primes. This boosted categorial effect was shown to cross domains (names to faces) in Experiment 3 and persist in Experiment 4 when the task involved naming the target face. The similarity of the pattern of results produced by the associative priming effect and this boosted categorial effect suggests that the two may be due to the same underlying mechanism in semantic memory.     

The Kids' Empathic Development Scale (KEDS): A multi‐dimensional measure of empathy in primary school‐aged children

Empathy is an essential building block for successful interpersonal relationships. Atypical empathic development is implicated in a range of developmental psychopathologies. However, assessment of empathy in children is constrained by a lack of suitable measurement instruments. This article outlines the development of the Kids' Empathic Development Scale (KEDS) designed to assess some of the core affective, cognitive and behavioural components of empathy concurrently. The KEDS assesses responses to picture scenarios depicting a range of individual and interpersonal situations differing in social complexity. Results from 220 children indicate the KEDS measures three related but distinct aspects of empathy that are also related to existing measures of empathy and cognitive development. Scores on the KEDS show age and some gender‐related differences in the expected direction.